1. R. Cady
Name of theory: Expectancy x Value
Description of theory: This theory states that motivation to reach a goal is the product of our expectations for success and the value of the goal to us. If either is zero, the motivation is zero.
2. Abraham Maslow
Name of theory: Maslow’s Hierarchy of Needs Description of theory: This theory suggests that people have levels of needs that need to reached before they can ever feel a sense of self fulfillment. ( See Maslow's Wiki for these needs.)
3. Abraham Maslow
Name of theory: Self Fulfillment
Description of theory: This is the next theory of Maslow’s – people need to feel self fulfillment through autonomy, competence, and relatedness.
Part One:
In chapter twelve the book finally takes an even more in depth look into student and teacher motivation. It begins to go into this after we’ve taken a look at the self-efficacy teachers and students may have for themselves in pervious chapters. The textbook states that another chapter about motivation was indeed needed because “students’ motivation has a direct and powerful impact on their social interactions and academic achievements” (430).
The chapter starts off by going right into a discussion about what exactly motivation is. The textbook’s definition of motivation is: an internal state that arouses, directs, and maintains behaviors. It then goes into the study of motivation which is the study of “how and why people initiate actions directed toward different goals, how long it takes them to get started on an activity, how intensively they are involved in the activity, how persistent they in their attempts to complete the activity, and what they are thinking and feeling along the way” (465).
Next the section provides us with two distinct types of motivation: intrinsic and extrinsic. Intrinsic motivation is motivation that is influenced by personal interests. It’s the motivation to do something a person does not have to, it’s a choice. Extrinsic motivation is the exact opposite. Extrinsic motivation is motivation that is influenced by a reward. A person may not have an interest in the subject but is motivated to complete the subject because in the end they will gain something from it. A person’s reason for doing something is what decides whether it is intrinsic or extrinsic motivation. This reason is called the locus of causality. So if the locus or reason is internal the motivation is intrinsic, while if the locus is external the motivation is extrinsic. As we can assume most motivation is a combination of both.
After discussing what types of motivation there are the book introduces us to five general viewpoints of motivation. The first viewpoint was that of behavioral, which basically is extrinsic because it involves rewards and on outside source of motivation. Next is humanistic, which is intrinsic because this viewpoint has a person focusing on self fulfillment. After humanistic comes cognitive and social cognitive; which is both intrinsic and extrinsic because it focuses on a person’s understanding and belonging.
Now that an in depth understanding of what motivation is we were introduced to three huge theories and one great theorist. One of the theories introduced was the: expectancy x value theory. This theory states that motivation to reach a goal is the product of our expectations for success and the value of the goal to us. If either is zero, the motivation is zero. The next theory we were introduced to was: Maslow’s Hierarchy of Needs. This theory suggests that people have levels of needs that need to reached before they can ever feel a sense of self fulfillment. This is the next theory of Maslow’s – people need to feel self fulfillment through autonomy, competence, and relatedness. Next, the textbook discussed how motivation relies heavily on goals as a key element.
Part Two: Goal Orientation and Beliefs
Goals are necessary to have in any classroom. Goals whether small or large push students to achieve and also help them in the long run. According to the textbook there are four main reasons who goal setting helps students performance. Goal setting 1) “directs attention to the task at hand and away from distractions. 2) It energizes effort, if the goal is more challenging then it there should be greater effort given. 3) Increase persistence. When you have a clear goal you are less likely to give up until you reach that goal. 4) Promotes the development of knew knowledge and new strategies when old strategies fall short” (Woolfolk 438). There are also four main goal orientations; there are mastery, performance work-avoidance and social goals. Mastery goals encourage students to improve their skills and continue to learn. An example of this would be if a student is in a lower reading level and has a goal of being in the highest reading level by the end of the semester. To do this the student would need to set high goals and read constantly, which would also help them learn more too. Performance goals deal with showing ones ability to other students either by winning a game or getting a better grade an assignment. Work-avoidance goals are goals where students feel successful if they didn’t have to try hard. If a student had already knew how to multiply before his peers so he did not feel the need to participate in class, is an example of work-avoidance. Social goals are goals outside of the classroom that students obtain the generally deal with making friend, being “popular”, getting noticed and dating. A good way to keep students goals in check is to give them feedback so that they know what they are doing works or doesn’t work and so that they can either continue with that goal making strategies in the future or discard it to achieve more. Teachers should also help students with goal framing and goal acceptance, as these two characteristics help students learn how to make goals and how to stay with the goals they created.
Like goals, beliefs play a large part in the classroom as well. Beliefs effects students goals because if a student believes something should get done or they have the ability to master something they are learning about, then they are most likely to make goals off of those beliefs. You generally don’t make a goal off of something you have no faith in. According to the text, the most powerful beliefs are ones that involve ability. “An entity view of ability assumes the ability is a stable, uncontrollable trait…incremental view of ability, on the other hand, suggest that ability is unstable and controllable” (Woolfolk 443). Basically when a student set entity view of ability, they are setting goals that allow for them not to show their failure to their peers and believe that they will never achieve their failure later on in life; although, when they set incremental views of ability they are setting goals that allow them to believe they can change and do better with time. There are many different forms of beliefs; such as, self-efficacy, this is a student does not preform well but does not blame it on not knowing, rather on not being prepared or doing exactly what they were supposed to. Apathy comes in to play when something happens to a student and they just give up in defeat assuming it was meant to happen. According to the text if a student does not perform well and the teacher believes it had to do with the student not processing the knowledge they believe it is okay to feel bad for the child, but if the student does not perform well because they did not put in the effort, then the teacher will most likely have the belief that he/she should be upset, angry and not go out of ones way to help the student. Beliefs not only push students to make goals and perform a certain way, but they also impact teachers too. Beliefs are the backbone of goals and allow teachers and students alike to think a certain way and justify the way they think.
Part Three: Interests, Curiosity, Emotions, and Anxiety There are two kinds of interests, personal and situational. Personal motivation is are long lasting interests, like a long term interest in a school subject. Situational interest are short lived interests, in texts, activities, or materials done in school. Students with personal motivation are much more successful, as their interests are more available to them, differing from situational, which are only available for a short period of time. Curiosity ties in with interest. The definition of curiosity is “a tendency to be interested in a wide range of areas”. Our interests are driven by our curiosities. Curiosity has been named to a list of the 16 basic human motivations, so curiosity and interests are natural to us. There are many emotions that we have, and they can be traced back to the brain. Our amygdala, a part of our brain, plays a big part in this, especially in our “fight or flight” responses. This section also addresses anxiety, especially in the classroom. It’s no secret that we all have anxiety in the classroom, but it also asks the question “How does anxiety interfere with achievement?” The text argues that it does, by interfering with attention, learning, and testing. It ends with focusing how teachers can help students suffering with anxiety and how we can keep students interests and curiosity peaked. Motivation to Learn in School: On Target The book says the motivation to learn is “the tendency to find academic activities meaningful and worthwhile and try to benefit from them” This section asks the question how can teachers apply what they know about motivation, interests, emotions, etc... to increase a student’s motivation to learn? Teachers need to evaluate what they do in the classroom in order to answer that question. Things that should be evaluated include the value of the task and whether it is an authentic task. An authentic task would be something that is applicable to real life situations and experiences. This section also discusses the importance of choices and autonomy that the students have. The importance of this is because of the ability for the students to explore and build upon their own interests. It also explores the importance of group work, the students understanding of evaluation, and even that time can play a major role in motivation, citing that many students just want to get the work done, because there is so much work and so little time. The focus should be on understanding the work, not just completing it. It finishes it again by discussing our role as teachers to encourage motivation in our students.
Practical Applications: Idea One:
Younger students can be easily motivated. A great way to motivate younger students is by letting them sit at the teachers desk for one day if they have good behavior that exceeds that of their classmates, and they are keeping up with their classwork. This form of motivation is behavioral and was made by Skinner and is considered extrinsic motivation because it deals with a student only performing the desired task because of something they will receive; such as a reward, like sitting at the teachers desk for the class period (Woolfolk 434). The student probably doesn't care to much about having to keep on on work and keep good behavior, they just want to sit at the desk, but if it gets the children to work harder and perform better than it is a great tool for motivation.
Idea Two:
Another great way to motivate students is by using the gold star technique. When I was in Teacher Academy my junior and senior years of high school we had to create a huge college level portfolio made up of 25 essays in order to get college credit for the class. This portfolio took a year and 1/2 to create and it seemed like essays were being revised two to three times each. Because it was such a long and draining process, my teachers used the gold star technique to help keep me and my peers motivated. There was a chart in both Teacher Academy classrooms and whenever someone had a final draft of one of their essays they could put a gold star up under their name. This may sound too childish to use for teenagers; although it actually worked. This is a great form of motivation to use at any age & grade level because when a student is able to put a star up under their name for the rest of the class to see, it makes them feel good and proud that they accomplished something, which will help motivate them to continue to work hard and not give up when the going gets tough. With younger students this can come in handy if a student memorizes all of their spelling words for the week, and for older students this technique is great if they are practicing for the Ohio Graduation Test (OGT) by taking practice quizzes. If the student passes the quizzes then they get to put up a gold star. This form of motivation is known as the humanistic form as it deals with self-fulfillment and the need for self-esteem (Woolfolk 434). The humanistic approach was created by Maslow & Deci and is intrinsic because it deals with the "tendency to seek out and conquer challenges as we pursue personal interest and exercise our capabilities" (Woolfolk 430).
Idea Three:
Students tend to think about ways that they can benefit by being motivated. "Motivation is seen as the product of two main forces: the individuals expectations of reaching a goal, and the value of that goal to him or her" (Woolfolk 433). When I was in high school many of my teachers gave out three hall passes to go to the restroom. When these were given out, my teachers would tell us that if we used all of the hall passes, we could no longer go to the bathroom during class. But if we did not use any passes at the end of the Trimester, then we were allows to trade them in for three points extra credit each. This is a great form of motivation to use on older students because students love getting extra credit, as it can impact their grade so they are more likely to stay in class instead of constantly leaving and missing important information just to go to the restroom.
Licensure Exam (Connect and Extend to Praxis II): Connection One:
Teachers should try to use intrinsic motivation as much as possible when teaching, in order to get children to want to learn without having to be rewarded. Intrinsic motivation is when a student does something based on their needs. the textbook states that when we are motivated intrinsically, we do not need rewards to be given to us as the activity itself is rewarding for us (Woolfolk, 431).
Connection Two:
Self-determination says that everyone needs to feel control over themselves and choices by feeling competent and capable in our learning and the world around us (Woolfolk 435). A great way for teachers to promote this is by allowing students to take charge of their own learning by making their own choices, the teacher should never put words or ideas in the child's mouth. The teacher gives the student the steps to succeed but then they must do the work, and climd the later if you will. This will help motivate or slow motivation based on how capable and equipped students feel with their learning.
Connection Three:
Abraham Maslow's Hierarchy of Needs is very important to keep in mind when dealing with motivation because when the lower tiers of the Hierarchy of Needs are met, a student has less motivation for them. But when these are not met, there is more motivation to fulfill these needs. This goes for educators being motivated to help students fulfill their needs and students too as they must be motivated to work to fulfill them as well. When I was in school I did not perform well in math. My whole life I had though I was horrible at math, this allowed for my esteem tear to not be fully met in the Hierarchy of Needs, and because of my lack of self-esteem and my needs not being met, I didn't do well in math unless I received one on one help and encouragement from my teachers.
Table of Contents
Chapter Outline
Key Terms
New updated Quizlethttp://quizlet.com/_ofmi7
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http://quizlet.com/35208867/chapter-12-motivation-in-learning-teaching-flash-cards/
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Key Theorists
1. R. CadyName of theory: Expectancy x Value
Description of theory: This theory states that motivation to reach a goal is the product of our expectations for success and the value of the goal to us. If either is zero, the motivation is zero.
2. Abraham Maslow
Name of theory: Maslow’s Hierarchy of Needs
Description of theory: This theory suggests that people have levels of needs that need to reached before they can ever feel a sense of self fulfillment. ( See Maslow's Wiki for these needs.)
3. Abraham Maslow
Name of theory: Self Fulfillment
Description of theory: This is the next theory of Maslow’s – people need to feel self fulfillment through autonomy, competence, and relatedness.
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Summary of Chapter
Part One:In chapter twelve the book finally takes an even more in depth look into student and teacher motivation. It begins to go into this after we’ve taken a look at the self-efficacy teachers and students may have for themselves in pervious chapters. The textbook states that another chapter about motivation was indeed needed because “students’ motivation has a direct and powerful impact on their social interactions and academic achievements” (430).
The chapter starts off by going right into a discussion about what exactly motivation is. The textbook’s definition of motivation is: an internal state that arouses, directs, and maintains behaviors. It then goes into the study of motivation which is the study of “how and why people initiate actions directed toward different goals, how long it takes them to get started on an activity, how intensively they are involved in the activity, how persistent they in their attempts to complete the activity, and what they are thinking and feeling along the way” (465).
Next the section provides us with two distinct types of motivation: intrinsic and extrinsic. Intrinsic motivation is motivation that is influenced by personal interests. It’s the motivation to do something a person does not have to, it’s a choice. Extrinsic motivation is the exact opposite. Extrinsic motivation is motivation that is influenced by a reward. A person may not have an interest in the subject but is motivated to complete the subject because in the end they will gain something from it. A person’s reason for doing something is what decides whether it is intrinsic or extrinsic motivation. This reason is called the locus of causality. So if the locus or reason is internal the motivation is intrinsic, while if the locus is external the motivation is extrinsic. As we can assume most motivation is a combination of both.
After discussing what types of motivation there are the book introduces us to five general viewpoints of motivation. The first viewpoint was that of behavioral, which basically is extrinsic because it involves rewards and on outside source of motivation. Next is humanistic, which is intrinsic because this viewpoint has a person focusing on self fulfillment. After humanistic comes cognitive and social cognitive; which is both intrinsic and extrinsic because it focuses on a person’s understanding and belonging.
Now that an in depth understanding of what motivation is we were introduced to three huge theories and one great theorist. One of the theories introduced was the: expectancy x value theory. This theory states that motivation to reach a goal is the product of our expectations for success and the value of the goal to us. If either is zero, the motivation is zero. The next theory we were introduced to was: Maslow’s Hierarchy of Needs. This theory suggests that people have levels of needs that need to reached before they can ever feel a sense of self fulfillment. This is the next theory of Maslow’s – people need to feel self fulfillment through autonomy, competence, and relatedness. Next, the textbook discussed how motivation relies heavily on goals as a key element.
Part Two:
Goal Orientation and Beliefs
Goals are necessary to have in any classroom. Goals whether small or large push students to achieve and also help them in the long run. According to the textbook there are four main reasons who goal setting helps students performance. Goal setting 1) “directs attention to the task at hand and away from distractions. 2) It energizes effort, if the goal is more challenging then it there should be greater effort given. 3) Increase persistence. When you have a clear goal you are less likely to give up until you reach that goal. 4) Promotes the development of knew knowledge and new strategies when old strategies fall short” (Woolfolk 438). There are also four main goal orientations; there are mastery, performance work-avoidance and social goals. Mastery goals encourage students to improve their skills and continue to learn. An example of this would be if a student is in a lower reading level and has a goal of being in the highest reading level by the end of the semester. To do this the student would need to set high goals and read constantly, which would also help them learn more too. Performance goals deal with showing ones ability to other students either by winning a game or getting a better grade an assignment. Work-avoidance goals are goals where students feel successful if they didn’t have to try hard. If a student had already knew how to multiply before his peers so he did not feel the need to participate in class, is an example of work-avoidance. Social goals are goals outside of the classroom that students obtain the generally deal with making friend, being “popular”, getting noticed and dating. A good way to keep students goals in check is to give them feedback so that they know what they are doing works or doesn’t work and so that they can either continue with that goal making strategies in the future or discard it to achieve more. Teachers should also help students with goal framing and goal acceptance, as these two characteristics help students learn how to make goals and how to stay with the goals they created.
Like goals, beliefs play a large part in the classroom as well. Beliefs effects students goals because if a student believes something should get done or they have the ability to master something they are learning about, then they are most likely to make goals off of those beliefs. You generally don’t make a goal off of something you have no faith in. According to the text, the most powerful beliefs are ones that involve ability. “An entity view of ability assumes the ability is a stable, uncontrollable trait…incremental view of ability, on the other hand, suggest that ability is unstable and controllable” (Woolfolk 443). Basically when a student set entity view of ability, they are setting goals that allow for them not to show their failure to their peers and believe that they will never achieve their failure later on in life; although, when they set incremental views of ability they are setting goals that allow them to believe they can change and do better with time. There are many different forms of beliefs; such as, self-efficacy, this is a student does not preform well but does not blame it on not knowing, rather on not being prepared or doing exactly what they were supposed to. Apathy comes in to play when something happens to a student and they just give up in defeat assuming it was meant to happen. According to the text if a student does not perform well and the teacher believes it had to do with the student not processing the knowledge they believe it is okay to feel bad for the child, but if the student does not perform well because they did not put in the effort, then the teacher will most likely have the belief that he/she should be upset, angry and not go out of ones way to help the student. Beliefs not only push students to make goals and perform a certain way, but they also impact teachers too. Beliefs are the backbone of goals and allow teachers and students alike to think a certain way and justify the way they think.
Part Three:
Interests, Curiosity, Emotions, and Anxiety
There are two kinds of interests, personal and situational. Personal motivation is are long lasting interests, like a long term interest in a school subject. Situational interest are short lived interests, in texts, activities, or materials done in school. Students with personal motivation are much more successful, as their interests are more available to them, differing from situational, which are only available for a short period of time. Curiosity ties in with interest. The definition of curiosity is “a tendency to be interested in a wide range of areas”. Our interests are driven by our curiosities. Curiosity has been named to a list of the 16 basic human motivations, so curiosity and interests are natural to us. There are many emotions that we have, and they can be traced back to the brain. Our amygdala, a part of our brain, plays a big part in this, especially in our “fight or flight” responses. This section also addresses anxiety, especially in the classroom. It’s no secret that we all have anxiety in the classroom, but it also asks the question “How does anxiety interfere with achievement?” The text argues that it does, by interfering with attention, learning, and testing. It ends with focusing how teachers can help students suffering with anxiety and how we can keep students interests and curiosity peaked.
Motivation to Learn in School: On Target
The book says the motivation to learn is “the tendency to find academic activities meaningful and worthwhile and try to benefit from them” This section asks the question how can teachers apply what they know about motivation, interests, emotions, etc... to increase a student’s motivation to learn? Teachers need to evaluate what they do in the classroom in order to answer that question. Things that should be evaluated include the value of the task and whether it is an authentic task. An authentic task would be something that is applicable to real life situations and experiences. This section also discusses the importance of choices and autonomy that the students have. The importance of this is because of the ability for the students to explore and build upon their own interests. It also explores the importance of group work, the students understanding of evaluation, and even that time can play a major role in motivation, citing that many students just want to get the work done, because there is so much work and so little time. The focus should be on understanding the work, not just completing it. It finishes it again by discussing our role as teachers to encourage motivation in our students.
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Key Concepts
Concept One: [insert name]Description of concept: [insert]
Concept Two: [insert name]
Description of concept: [insert]
Concept Three: [insert name]
Description of concept: [insert]
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Application for Teachers
Practical Applications:Idea One:
Younger students can be easily motivated. A great way to motivate younger students is by letting them sit at the teachers desk for one day if they have good behavior that exceeds that of their classmates, and they are keeping up with their classwork. This form of motivation is behavioral and was made by Skinner and is considered extrinsic motivation because it deals with a student only performing the desired task because of something they will receive; such as a reward, like sitting at the teachers desk for the class period (Woolfolk 434). The student probably doesn't care to much about having to keep on on work and keep good behavior, they just want to sit at the desk, but if it gets the children to work harder and perform better than it is a great tool for motivation.
Idea Two:
Another great way to motivate students is by using the gold star technique. When I was in Teacher Academy my junior and senior years of high school we had to create a huge college level portfolio made up of 25 essays in order to get college credit for the class. This portfolio took a year and 1/2 to create and it seemed like essays were being revised two to three times each. Because it was such a long and draining process, my teachers used the gold star technique to help keep me and my peers motivated. There was a chart in both Teacher Academy classrooms and whenever someone had a final draft of one of their essays they could put a gold star up under their name. This may sound too childish to use for teenagers; although it actually worked. This is a great form of motivation to use at any age & grade level because when a student is able to put a star up under their name for the rest of the class to see, it makes them feel good and proud that they accomplished something, which will help motivate them to continue to work hard and not give up when the going gets tough. With younger students this can come in handy if a student memorizes all of their spelling words for the week, and for older students this technique is great if they are practicing for the Ohio Graduation Test (OGT) by taking practice quizzes. If the student passes the quizzes then they get to put up a gold star. This form of motivation is known as the humanistic form as it deals with self-fulfillment and the need for self-esteem (Woolfolk 434). The humanistic approach was created by Maslow & Deci and is intrinsic because it deals with the "tendency to seek out and conquer challenges as we pursue personal interest and exercise our capabilities" (Woolfolk 430).
Idea Three:
Students tend to think about ways that they can benefit by being motivated. "Motivation is seen as the product of two main forces: the individuals expectations of reaching a goal, and the value of that goal to him or her" (Woolfolk 433). When I was in high school many of my teachers gave out three hall passes to go to the restroom. When these were given out, my teachers would tell us that if we used all of the hall passes, we could no longer go to the bathroom during class. But if we did not use any passes at the end of the Trimester, then we were allows to trade them in for three points extra credit each. This is a great form of motivation to use on older students because students love getting extra credit, as it can impact their grade so they are more likely to stay in class instead of constantly leaving and missing important information just to go to the restroom.
Licensure Exam (Connect and Extend to Praxis II):
Connection One:
Teachers should try to use intrinsic motivation as much as possible when teaching, in order to get children to want to learn without having to be rewarded. Intrinsic motivation is when a student does something based on their needs. the textbook states that when we are motivated intrinsically, we do not need rewards to be given to us as the activity itself is rewarding for us (Woolfolk, 431).
Connection Two:
Self-determination says that everyone needs to feel control over themselves and choices by feeling competent and capable in our learning and the world around us (Woolfolk 435). A great way for teachers to promote this is by allowing students to take charge of their own learning by making their own choices, the teacher should never put words or ideas in the child's mouth. The teacher gives the student the steps to succeed but then they must do the work, and climd the later if you will. This will help motivate or slow motivation based on how capable and equipped students feel with their learning.
Connection Three:
Abraham Maslow's Hierarchy of Needs is very important to keep in mind when dealing with motivation because when the lower tiers of the Hierarchy of Needs are met, a student has less motivation for them. But when these are not met, there is more motivation to fulfill these needs. This goes for educators being motivated to help students fulfill their needs and students too as they must be motivated to work to fulfill them as well. When I was in school I did not perform well in math. My whole life I had though I was horrible at math, this allowed for my esteem tear to not be fully met in the Hierarchy of Needs, and because of my lack of self-esteem and my needs not being met, I didn't do well in math unless I received one on one help and encouragement from my teachers.
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Applications for Content
Application One:[insert connections to things like history, poli sci, English from an outside of teaching perspective]
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Teacher Resources
http://www.edpsycinteractive.org/topics/conation/maslow.htmlhttp://youtu.be/lj1Rf9HP_U0\
This is an article that studied motivation in the classroom:
Froiland, John Mark, and Emily Oros. "Intrinsic Motivation, Perceived Competence And Classroom Engagement As Longitudinal Predictors Of Adolescent Reading Achievement." Educational Psychology 34.2 (2014): 119-132. Academic Search Complete. Web. 16 Apr. 2014.
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